Computer technology can empower students if they have the tools to find their way through print and online sources. This article describes how a reference librarian and a faculty instructor collaborated to teach research strategies and critical thinking skills (including analysis and evaluation of resources) in a large university classroom using a…

Describes a first-year college composition course and the daily preparatory writing assignments, "inquiry response papers," that form its core. Describes how these assignments, in which students respond to their homework reading, have led to a collaborative, dialogic classroom where students realize and express their own voices, and have fostered…

Describes how the author uses the off-campus interview of a working professional as a foundation unit upon which to launch a first-year college writing course. Discusses teaching strategies to prepare for this real interview, and notes that the working professionals interviewed can become the writing instructor's best ally in motivating first-year…

Describes one approach (group presentations) that has been particularly successful in developing both the skills and the disposition toward critical reading. Describes creating the classroom environment, as well as three presentations (one small-group and two large-group) in which students participate over the course of the semester that are…

Describes three active learning strategies for use in a teaching assistant (TA) training program that can enhance graduate students' teaching skills: (1) in-class activities; (2) written assignments (journals, written exercises, and teaching portfolios); and (3) modeling and observation (watching versus performing teaching behaviors). (CMK)

Describes a method of teaching basic writing to native and nonnative students that emphasizes a regression to the most basic elements of writing. Considers what writing content, rhetorical techniques, grammar exercises, and proofreading methods are most effective for the two groups. (TB)

Describes a four-part writing project that requires students to write about family memories and recent history, literature and folklore of their family heritage, migration patterns that brought their people to the United States, and their reflections on all of these areas. Shows how the project involves research, computer skills, and cooperation…

A five-stage process for faculty management of college research paper assignments is outlined. Students are instructed in gathering sources, organizing findings, and using standard format. Progress is closely monitored and specific feedback given. A study of student reaction to the technique found it well received and contributing to student…

Explains an Internet project, used in a college history survey course, with which students posted group position papers to a discussion board. States that the project stimulated debate, discussion, critical analysis, and peer review. Provides student responses to the project and excerpts from student papers. (CMK)

Argues that traditional textbook approaches to teaching literature alienate students from literature. Describes effective alternatives in which students learn interpretive strategies as they analyze and discuss their own important values in life, and then those of characters in a story; and learn to deal with irony. Outlines writing activities…

Describes a series of four lessons that integrate social studies, language arts, and life science for high school students. Explains that students participate in a wildflower collection activity, interview a person from another culture to collect interesting facts and wild stories, research a flowering plant, and make wildflower bookmarks. (CMK)

Four ideas for use in the English-as-Second-Language classroom are presented: (1) using the World Series to practice name recognition; (2) current events portfolios; (3) creating standards sheets for writing assignments; and (4) decreasing the likelihood of stragglers in class. (Author/VWL)

Discusses the problem of sources in student research; evaluating web resources for authority and accuracy; and evaluating objectivity of web sources (their currency and coverage). Notes helpful web sites about evaluating sources. Describes some web evaluation exercises for students, and outlines three assignments on evaluating web sources. (SR)

Describes a unit plan for teaching "Lord of the Flies" that allows students to respond freely to the reading and to "get out of their seats" and experience the first chapter of the book. Includes guidelines for the response-based approach, for discussion groups, and for character portfolios. (NH)

Provides suggestions for using active learning as the primary means to teaching statistics in order to create a collaborative environment. Addresses such strategies as using SPSS Base 7.5 for Windows and course periods centered on answering student-generated questions. Discusses various writing intensive assignments. (CMK)